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“¿Y ahora quién podrá defendernos?”: Exploring the Application of Ally Theory in Community Interpreting in Aotearoa From a Latin American Service-User Perspective
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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Céad mίle fáilte: a corpus-based study of the development of a community of practice within the Irish hotel management training sector
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Comunidade surda idosa em Portugal: necessidades, preocupações e expectativas face ao futuro
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Rückzug als Widerstand: Dissidente Lebensformen in der globalen Politik
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In: 88 ; Edition Politik ; 222 (2022)
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Soziale Arbeit als Arbeit am Gemeinwesen: Ein theoretischer Begründungsrahmen
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May, Michael. - : Verlag Barbara Budrich, 2022. : DEU, 2022. : Opladen, 2022
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In: 14 ; Beiträge zur Sozialraumforschung ; 192 (2022)
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| 7 |
Role of community health workers in addressing dementia: A global perspective
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An explanatory sequential mixed methods study : measuring and exploring community college students’ perceptions of their academic advising experience.
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Opinion Writing of Native Spanish and Native English Speakers in College Developmental Education Courses
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Bourgeois existence in the in 19th-century wine-growing Jura ; Être bourgeois dans le vignoble du Jura au XIXè siècle
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In: https://tel.archives-ouvertes.fr/tel-03609531 ; Histoire. Université de Lyon, 2021. Français. ⟨NNT : 2021LYSE2062⟩ (2021)
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Towards a Typology of Challenges and Strategies in Community Interpreting: A Grounded Theory Study in Canadian Settings ...
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應用模糊語意建構健身裝備推薦系統 ; Applying Fuzzy Linguistic Construction Fitness Equipment Recommendation System
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| 15 |
Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal
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Dahal, Rupak. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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The 3Cs model: Designing an online language community for overseas Irish learners through connection, communication and collaboration
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Abstract:
The Irish language is currently classified as “definitely endangered” (Moseley, 2010) and may die out as a vernacular within a decade in the Irish-speaking regions of Ireland (Ó Giollagáin & Charlton, 2015). This trend contrasts with a significant interest in learning Irish outside of Ireland, particularly in the USA (Hickey & Stenson, 2016). In 2017, the author conducted a survey with 92 respondents to identify the needs of Irish language learners living outside of Ireland. Findings indicated that overseas Irish learners were interested in engaging in an online Irish language community. A subsequent literature review suggested that an online community of practice founded on connectivist principles, utilising a communicative language approach and collaborative activities, could provide increased opportunities for overseas Irish learners to increase their language confidence. Positioned in the context of similar developments and innovations internationally (e.g. Henry et al., 2018), this research builds on existing literature in online sociocultural L2 development. This Design-Based Research (DBR) study encompassed four iterative cycles of design, implementation and testing, and redesign. Each design cycle utilised a learner-centred approach through Task-Based Language Learning and conversational practice. Each iteration utilised a theoretically-informed design approach, the 3Cs Theoretical Framework, to systematically explore the development of an online language community founded on the principles of connection, communication and collaboration. In this four-year study, data were collected from over 700 participants worldwide who engaged with the needs survey and four design cycles. Quantitative and qualitative data were gathered using surveys, interviews and focus groups. The data derived from each design cycle were the subject of critical analysis framed by the 3Cs Theoretical Framework. The components of the educational intervention were refined following each iteration in order to optimise participants’ authentic language development, while simultaneously generating design principles adaptable to similar online language communities. This thesis contributes to the understanding of online learning environments for endangered, minority and indigenous language communities in three ways. Firstly, the research establishes the potential of an online Irish language community to facilitate and foster language development among learners living beyond Ireland. Secondly, through the detailed articulation of a longitudinal and repeatable DBR process, the thesis demonstrates how an online social language learning intervention was designed and implemented for an online language community. Thirdly, the thesis contributes to advancing design research by producing the 3Cs Model for Online Language Communities, and a series of theoretical contributions, which can be utilised by educators to support similar groups endeavouring to preserve, protect and promote less spoken languages. ; 2025-02-08
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Keyword:
3Cs Model; Arts; Designing an online language community; Education; overseas Irish learners; Social Sciences & Celtic Studies
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URL: http://hdl.handle.net/10379/17146
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"I Knew Grad School Was Gonna Be Hard But.": Community and Feedback in Graduate Writing Support
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EVALUATION OF COCHLEAR IMPLANT (CI)-MEDIATED MUSIC PROCESSING USING ELECTRODOGRAM MAPPING TO COMPARE WITH PERCEPTION
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